Communicative Language Teaching and Iranian English Teachers: Some Misunderstandings
If the am of language teaching is to use language effectively, Communicative Language Teaching (CLT hereafter) can be the ideal channel to move forward. According to Adi,( 2012), to communicate effectively and appropriately, CLT can be a right choice. Recently, CLT has become the most fashionable approach in the context of Iran. When asked about the approach they use in their classrooms, most Iranian EFL teachers’ answers will be CLT approach. However, when asked to give a detailed and comprehensive picture of CLT, their interpretation will be somehow different and personal. Regarding CLT, the main questions are: What are the basic tenets of CLT? Does CLT mean teaching grammar or conversation? What is the role of open-ended activities in CLT? Do Iranian EFL teachers have a deep and logical understanding of CLT slogans to be implemented? Although many applied linguists and teachers have accepted CLT as an effective approach, different conceptions of CLT, some of which seem to be false, have diminished its efficacy. This paper, then, tries to introduce CLT briefly, set out the main misconceptions and discuss them in detail.
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